Vladimir M. Sloutsky

Induction and Categorization in Young Children: A Similarity-Based Model.

The authors present a similarity-based model of induction and categorization in young children (SINC). The model suggests that (a). linguistic labels contribute to the perceived similarity of compared entities and (b). categorization and induction are a function of similarity computed over perceptual information and linguistic labels. The model also predicts young childrens similarity judgment, induction, and categorization performance under different stimuli and task conditions. Predictions of the model were tested and confirmed in 6 experiments, in which 4- to 5-year-olds performed similarity judgment, induction, and categorization tasks using artificial and real labels (Experiments 1-4) and recognition memory tasks (Experiments 5A and 5B). Results corroborate the similarity-based account of young childrens induction and categorization, and they support both qualitative and quantitative predictions of the model.

The Advantage of Abstract Examples in Learning Math

Undergraduate students may benefit more from learning mathematics through a single abstract, symbolic representation than from learning multiple concrete examples.

The role of similarity in the development of categorization

Early in development, humans exhibit the ability to form categories and overlook differences for the sake of generality. This ability poses several important questions: How does categorization arise? What processes underlie category formation? And how are categories mentally represented? We argue that the development of categorization is grounded in perceptual and attentional mechanisms capable of detecting multiple correspondences or similarities in the environment. We present evidence that: (a) similarity can drive categorization early in development; and (b) early in development, humans have powerful learning mechanisms that enable them to extract regularities in the environment. We conclude that, despite remaining challenges, the similarity-based approach offers a promising account of the development of categorization.

Is a Picture Worth a Thousand Words? Preference for Auditory Modality in Young Children

Linguistic labels play an important role in young childrens conceptual organization: When 2 entities share a label, people expect these entities to share many other properties. Two classes of explanations of the importance of labels seem plausible: a language-specific and a general auditory explanation. The general auditory explanation argues that the importance of labels stems from a privileged processing status of auditory input (as compared with visual input) for young children. This hypothesis was tested and supported in 4 experiments. When auditory and visual stimuli were presented separately, 4-year-olds were likely to process both kinds of stimuli, whereas when auditory and visual stimuli were presented simultaneously, 4-year-olds were more likely to process auditory stimuli than visual stimuli.

Fmri evidence for a three-stage model of deductive reasoning

Deductive reasoning is fundamental to science, human culture, and the solution of problems in daily life. It starts with premises and yields a logically necessary conclusion that is not explicit in the premises. Here we investigated the neurocognitive processes underlying logical thinking with event-related functional magnetic resonance imaging. We specifically focused on three temporally separable phases: (1) the premise processing phase, (2) the premise integration phase, and (3) the validation phase in which reasoners decide whether a conclusion logically follows from the premises. We found distinct patterns of cortical activity during these phases, with initial temporo-occipital activation shifting to the prefrontal cortex and then to the parietal cortex during the reasoning process. Activity in these latter regions was specific to reasoning, as it was significantly decreased during matched working memory problems with identical premises and equal working memory load.

The advantage of simple symbols for learning and transfer

A goal of successful learning is the transfer of learned knowledge to novel situations. However, spontaneous transfer is notoriously difficult to achieve. In this research, we argue that learning and transfer can be facilitated when knowledge is expressed in an abstract, generic form. In Experiments 1 and 2, undergraduate students learned two isomorphic domains, which were based on the same algebraic group, with one domain expressed in a more abstract, generic form and the other expressed in a more concrete form. In both experiments, transfer from more abstract to more concrete was greater than the reverse. In Experiment 3, undergraduate students learned the same algebraic group under varying degrees of concreteness. Our results demonstrate that the use of perceptually rich, concrete symbols may hinder learning. This research indicates that concreteness may have substantial learning and transfer costs, whereas abstractness may have benefits.

When Development and Learning Decrease Memory Evidence Against Category-Based Induction in Children

Inductive inference is crucial for learning: If one learns that a cat has a particular biological property, one could expand this knowledge to other cats. We argue that young children perform induction on the basis of similarity of compared entities, whereas adults may induce on the basis of category information. If different processes underlie induction at different points in development, young children and adults would form different memory traces during induction, and would subsequently have different memory accuracy. Experiment 1 demonstrates that after performing an induction task, 5-year-olds exhibit more accurate memory than adults. Experiment 2 indicates that after 5-year-olds are trained to perform induction in an adultlike manner, their memory accuracy drops to the level of adults. These results, indicating that sometimes 5-year-olds exhibit better memory than adults, support the claim that, unlike adults, young children perform similarity-based rather than category-based induction.

When Looks Are Everything Appearance Similarity Versus Kind Information in Early Induction

The goal of this research was to examine mechanisms underlying early induction—specifically, the relation between induction and categorization. Some researchers argue that even early in development, induction is based on category-membership information, whereas others argue that early induction is based primarily on similarity. Children 4 and 5 years of age participated in two types of tasks: categorization and induction. Both tasks were performed with artificial animal-like categories in which appearance was pitted against category membership. Although the children readily acquired category-membership information and subsequently used this information in categorization tasks, they ignored category membership during the induction task, relying instead on the appearance of items. These results support the idea that early in development, induction is similarity based.

What's Behind Different Kinds of Kinds: Effects of Statistical Density on Learning and Representation of Categories

This research examined how differences in category structure affect category learning and category representation across points of development. The authors specifically focused on category density--or the proportion of category-relevant variance to the total variance. Results of Experiments 1-3 showed a clear dissociation between dense and sparse categories: Whereas dense categories were readily learned without supervision, learning of sparse categories required supervision. There were also developmental differences in how statistical density affected category representation. Although children represented both dense and sparse categories on the basis of the overall similarity (Experiment 4A), adults represented dense categories on the basis of similarity and represented sparse categories on the basis of the inclusion rule (Experiment 4B). The results support the notion that statistical structure interacts with the learning regime in their effects on category learning. In addition, these results elucidate important developmental differences in how categories are represented, which presents interesting challenges for theories of categorization.

Institutional Care and Developmental Outcomes of 6- and 7-year-old Children: A Contextualist Perspective

This paper examines effects of institutional settings on cognitive, affective, and personal development of children. Two samples consisting of 52 children, living in orphanages, and 45 kindergarten students, living with their families, were selected in Moscow, Russia; children’s ages were between 70 and 88 months. The children in both samples were compared with respect to their Wechsler scores, empathy, and level of conformity. It was found that the kindergarten children had higher Wechsler scores, a higher level of empathy, and a lower level of conformity. It was also found that the age of placement in an institution and the amount of time the child spent there were associated with Wechsler IQ score and studied measures of affective and personal development. The proposed interpretation of the detrimental institutional effects suggests that the institutions differ from the family in both the organisation of their context and in the roles of their participants. Institutional organisation is considered as a set of factors affecting the behaviours of the participants (both the children and the staff), and the process of the children’s development.